HONORS 361: ASTROBIOLOGY
Lectures: Monday
and Wednesday 11:00 - 11:50 a.m. in the Wickware Planetarium, Friday 11:00
– 11:50 a.m. in Library
266
Dr. Elizabeth A. Cowles: Office: Goddard 220, Email: cowlese@easternct.edu, Phone: 465-4385 Office hours: Mondays 2:00 to 4:00 p.m., Wednesdays 8:00 to 9:00 am and 1:00 to 2:00 p.m., and Fridays noon to 1 p.m. (or by appointment).
Dr. Russell D. Sampson: Office: Rm. 30 Eastern Hall (behind the library) Email: sampsonr @easternct.edu Phone: 465-0188 Office hours: Tuesdays 2:00 - 3:45 p.m. Thursdays* 2:30 - 3:45 p.m. and Fridays 1:00 to 2:00 p.m. (or by appointment) *Note: Thursday office hours are in the Academic Advisement Center, 2nd Floor of Support Services Bldg.
Course Description
This course will explore
the new field of astrobiology – the study of and search for extraterrestrial
life and the conditions necessary for extraterrestrial life. The
students will explore the necessary foundations in biology and astronomy
and then apply this knowledge to the search for life beyond our planet.
The class will also explore some of the ethical, cultural, political and
philosophical implications of this field. Lectures, group discussions,
readings, exams and a major-based term project will be used to direct the
student’s learning. A class discussion will be scheduled for each
Friday lecture.
Where appropriate, we
will use current events in research and in the popular media to direct
classroom lectures and discussions.
Evolution and Intelligent Design
Goals and Objectives
The goal of this course
is to provide a scientifically sound understanding of life and the possibility
of life elsewhere in the cosmos. Course objectives will include:
1. To learn the fundamental
biological mechanisms necessary for life.
2. To explore the possible
biochemical origins of life.
3. To understand the process
of evolution and how it relates to intelligence.
4. To explore physical
nature of our planet as it pertains to life.
5. To understand the possibilities
of life in our Solar System and current missions to study these worlds.
6. To explore the formation
and conditions of extrasolar planets (planets around other stars).
7. To learn about the
search for extraterrestrial intelligence (SETI).
8. To learn about exobiology
and the search for extraterrestrial intelligence.
Disabled Students
If you are a student with
a disability and believe you will need accommodations for this class, it
is your responsibility to contact the Office of AccessAbility Services
at (860) 465-5573. To avoid any delay in the receipt of accommodations,
you should contact the Office of AccessAbility Services as soon as possible.
Please understand that we cannot provide accommodations based upon disability
until we have received an accommodation letter from the Office of Disability
Services. Your cooperation is appreciated.
Textbook
Life in the Universe,
by J. Bennett, S. Shostak and B. Jakosky. 2003. Addison Wesley
Additional Reading
Scientific
American magazine
Some Suggested Web Sites
NASA’s astrobiology web
site at http://astrobiology.arc.nasa.gov/
NASA’s astrobiology institute
at http://nai.arc.nasa.gov/
The SETI institute at
http://www.seti-inst.edu/
SETI at home http://setiathome.ssl.berkeley.edu/
Tentative Course Outline
If there is something
relevant you would like to learn that is not included in this outline,
please tell us and we’ll see if we can incorporate it into the class.
1. Introduction
to class (syllabus review, library tour, research methods, etc.)
2. Introduction
to biology. Friday discussion: What knowledge is necessary before
we can be certain we’ve found evidence for alien life forms?
3. Defining life.
Friday discussion: What are the fundamental ethical issues in biology?
4. The geology of
the Earth and introduction to paleontology. Friday discussion: What
is the scientific method?
5. Extremophile
life forms. Friday discussion: What are the ethical issues involving
the possible contamination of other worlds?
6. The origins of
life. Friday discussion: Creationism and intelligent design versus
evolution.
7. Introduction
to astronomical concepts relevant to astrobiology. Friday discussion:
Cosmology, parallel universes and the Big Bang.
8. Planetary hazards
to life and the possibilities of biological influences from space. Friday
discussion: Saving the Earth from cosmic catastrophes.
9. Origins of intelligence
– the Drake Equation and the search for past or present life on Mars.
Friday discussion: Is intelligence an inevitable outcome of evolution?
10. Past, present and
future missions to Mars and the search for planets around other stars.
Friday discussion: How much should we spend on space exploration?
11. The search for the
conditions necessary for life on Europa and Titan. Friday discussion:
Robotic versus human exploration of space.
12. The search for extraterrestrial
intelligence (SETI) and the Fermi Paradox. Friday discussion: If aliens
exist… then where are they?
Important Dates
• Mid Term exam: Friday,
October 27 (25% of final grade)
• Term Project:
Outline/proposal due Friday, October 27; project due Wednesday, December
13 (30% of final grade)
• Final exam: Monday,
December 18 12:30-2:30 p.m. (25% of final grade)
Important Notes about
Assignments and Exams
·
10% of your
final grade will be determined by classroom participation during Friday
discussions, and 5% is based upon attendance. Please make sure you are prepared
for this class by reading over the lecture notes and doing the assigned
readings.
· 5% for a 500-word newspaper-style report on an extracurricular science presentation (ex: Planetarium Show or University Hour). Students are required to formulate and ask a question of the presenter related to the topic. Assignment will be graded according to clarity, accuracy and composition. (due; Fri. Dec. 15)
· Late assignments will loose 5% of the assignment grade each day.
• Mid-term grading will not be adjusted and will follow the scheme in the table below.
A 100-96, A- 95-92, B+91-88, B 87-84 , B- 83-80 , C+ 79-76, C 75-72 , C-71-68 , D+67-64, D 63-60, F <60
• Final grades may be adjusted
depending on the overall performance of the class.
• Cheating on an exam
or plagiarizing an assignment can result in a loss of a grade or even expulsion
from the University (see page 49 of the student handbook).
• Classroom behavior can
be used to influence your final grade.
Term Assignment
This is a liberal arts university and as such we should emphasis the diversity of knowledge. Therefore, the term assignment will attempt to incorporate your major into the field of astrobiology. Students are not limited to the projects listed below but can pursue different avenues of investigation with the approval of the instructors.
Biology, Biochemistry, and Environmental Earth Science Majors
Evolution is a hallmark of life on Earth. Considering what you have learned in this course and biology/chemistry courses, what alterations would your predict in life forms and in biogeochemical cycles due to rapid climate changes? How would metabolic pathways be affected due to global warming or to an ice age? What can we learn from life forms that are found under extreme conditions, and what might this tell us about life elsewhere in the universe? Prepare a 2000 word paper on one of these questions OR construct and test a computer model. Grading will depend upon originality and creativity, incorporation of scientific knowledge and current thinking, presentation (spelling, organization, grammar, etc.), logic, use of the course content and correct use of citations.
English Majors
Citing the knowledge you’ve gained from this class write a 2000 word paper on one or two astrobiological aspects of the work: 2001 a Space Odyssey by Arthur C. Clark. Other works can be used as the foundation of your treatise but must be approved by the instructors. Grading will depend on originality, presentation (spelling, grammar and composition, organization), readability, logic, use of the course content and correct use of citations.
Communications Majors
Produce a 10-minute presentation that illustrates one component of the field of astrobiology (ex: SETI, the Fermi Paradox, Extremophiles, etc.). You can produce your presentation using any medium you wish including the planetarium. Grading will depend on originality, presentation (spelling, organization, grammar, etc.), logic, use of the course content and correct use of citations.
Prepare a museum quality exhibit illustrating the pre-industrial beliefs in astrobiology. A sidebar of the exhibit will explore astrobiological themes within popular culture and religion between 1940 and the present. The display should be on a single white 20x30 foam core poster. The text component should not exceed 500 words. Grading will depend on use of the course material, on accuracy, creativity of display, thoroughness and organization. Keep in mind this is a museum display and all type and illustrations should be legible from a distance (14 pt font or larger).
Math and Computing Majors
Construct a 2D computer model of the colonization of a hypothetical galaxy. The model should use realistic parameters and must have an input interface that can handle modification of parameters such as speed of the spacecraft, length of time to construct another expedition, failure rate of missions, availability of suitable planets, distance between stars, etc. Assume a constant stellar population (i.e. no stars dying or being born during the model run). Stars should be randomly distributed with realistic distances. Output should be quantitative (how long does it take to colonize the galaxy?) and graphical. A 250 word abstract with proper citations should be included. Grading will depend on originality of approach, presentation, logic, use of the course content and correct use of citations and referencing.
Education Majors
Produce an astrobiology lesson plan for the age group you are interested in teaching. Included in this lesson plan will be hands-on activities, classroom exercises, tests and assignments. Hands-on exercises should be developed to the point of actually testing them on a subject group. Grading will depend on originality, presentation (organization, spelling, grammar, etc.), logic, use of the course content and correct use of citations.
Psychology/Sociology Majors
Students will conduct research into adult beliefs in extraterrestrial life and the relationship between these beliefs and the subject’s religious beliefs and level of scientific knowledge. Students will need to survey at least 30 people who are unrelated to the class. The results will be presented in a museum quality poster exhibit. The display should be on a single white 20x30 foam core poster. The text component should not exceed 500 words. Grading will depend on use of the course material, accuracy and creativity of display, correct use of citations and referencing, thoroughness and organization. Keep in mind this is a museum display and all type and illustrations should be legible from a distance (14 pt font or larger).
Fine Arts Majors
Students will construct a representation (2D or 3D) of an alien life-form that is consistent with the biological concepts covered in class and suitably adapted to the environment found on one of the potential life-bearing bodies in our solar system (ex: Mars, Europa, Enceledus, etc.). A 500-word statement will be included explaining the work. Grading will depend on use of the course material, accuracy and creativity of display, correct use of citations and referencing, thoroughness and organization.
Background Image credit: Hubble Heritage Team (STScI/AURA/NASA)